
Copyright }I _.. 



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W$t Sibingbon Religious Cbucatton GTexte 

Datnb <£. JBotonep, General Cbttor 

WEEK-DAY SCHOOL SERIES GEORGE HERBERT BETTS, Editor 



Followers of the 
Marked Trail 

Teacher's Manual 



BY 



NANNIE LEE FRAYSER 



^^ 




THE ABINGDON PRESS 

NEW YORK CINCINNATI 






Copyright, 1921, by 

NANNIE LEE FRAYSER 

All Rights Reserved 



OCT 26 1921 



Printed in the United States of America. 

9CI.A630005 









« 



CONTENTS 

CHAPTER PAGE 

Introduction 5 

I. Trail Makers 13 

II. The Great Pioneer of the Marked Trail. . . 15 

III. Where the Roads Forked 18 

IV. From the Marked Trail to the Detour 20 

V. A Promise and a Warning 23 

VI . A Successful Search 25 

VII. A Strange Bargain 27 

VIII. The Result of the Bargain 29 

IX. After Many Years 31 

X. A Boy Who Had Everything He Wanted 32 

XI. A Series of Adventures 33 

XII. How Joseph Won a Great Victory 34 

XIII. Making a Choice 36 

XIV. A Man Who Defied God 38 

XV. Seeking the Trail 39 

XVI. A Brave General 41 

XVII. Making a Promise 43 

XVIII. The Woman Who Helped 45 

XIX. A Daring Messenger 47 

XX. A Test on a Mountain 48 

XXI. Following a Great Leader 50 

XXII. A Wonderful Ally 52 

XXIII. A Danger Signal on the Trail 53 

XXIV. The Lion-Hearted Prophet 55 

XXV. A Message of Hope and Joy 58 

XXVI. A Patriot in the Valley 60 

XXVII. A Promise Fulfilled 61 

XXVIII. The Pathfinder 64 

XXIX. Proofs of Power 65 

XXX. A Lesson for Trail Followers 67 

XXXI. A Helper of the Pathfinder 68 

XXXII. One Who Put Up Many Sign Posts 70 



INTRODUCTION 

The value of a text book can never be adequately 
judged except in connection with the teacher who is 
to present it; for truth, no matter how important, 
never comes to the young child as mere truth, but 
always bearing the quality of the teacher's interpre- 
tation of it. 

One writer says that, "It is as if the teacher's mind 
and spirit were a stained glass through which the sun- 
light must fall. All that passes through the medium 
of a living personality takes its tone and quality from 
this contact. The pupils may or may not grasp the 
lessons from their books, but the teachers are living 
epistles known and read by them all." 

The Teacher's Part 

The teacher of this text will have three great func- 
tions. One is that of instruction. He will act as an 
intermediary between the child and the materials of 
the text, aiding the child's understanding, stimulating 
his imagination, cultivating his interest, making sure 
of the applications of the teaching to the child's thought 
and life. He will also act as an interpreter of the best 
of thought, of spirit, of religious incentive, which the 
volume contains. Indeed, more than this, the teacher 
will be, at least should be, the pupil's ideal Christian, 
his highest representative of religion. The teacher 
will also act as a spur and incentive to the pupil, stim- 
ulating him to effort, thought, attention, preparation 
of lessons and their recitation. The teacher should be 
able to make the pupil will to master, should have the 

5 



6 FOLLOWERS OF THE MARKED TRAIL 

power to create a hunger for knowledge, attainment, 
and the building of the type of character set forth in 
the pages of the text. 

A fundamental question. Whether the teacher will 
be able to accomplish these great purposes depends, 
first of all, on his attitude toward the task before him; 
whether he considers it worthy of his best efforts, worthy 
of the time effort required to master the materials 
which serve as a background for the treatment of the 
text; whether he is willing to give the time and devo- 
tion required to prepare each lesson for its best and 
most inspiring presentation, and whether he has in 
his own life in large degree the qualities he would covet 
for his pupils. 

Above all, the teacher must remember that the 
great purpose of this text, as of all teaching of religion, 
is not primarily to acquaint the pupil with a body of 
subject-matter, though this, of course, must be done. 
It is, rather, to cause this body of information to result 
in new attitudes, new interests, new enthusiasms, 
which shall effectually carry over into immediate 
experience, thereby shaping conduct and molding 
Christian character. 

The Pupil 

At the age of eleven or twelve the boy or girl is just 
leaving the realm of childhood and preparing to be 
"grown up." Both sexes are entering upon a period 
of very rapid growth and of profound physical changes 
that affect the entire range of experience. 

The physical nature. The earlier ripening of girls 
has not up to this time expressed itself in distinguish- 
able ways. Now, however, our children are entering 



INTRODUCTION 7 

upon a stretch where the girls will for several years 
outstrip the boys in growth, and for the only time in 
their lives be actually taller and heavier than their 
brothers. 

Social attitudes. It is now that for the last time in 
their lives the two sexes can work and play together 
as true comrades, unconscious of sex. Girls are be- 
coming shy in the presence of boys, and gradually 
developing from this age an attitude of reticence and 
reserve. Boys are still unaware in any deep way of 
the other sex except as mere human beings, and are 
likely to assume a superior attitude toward girls and 
esteem them of a somewhat lower order of creation. 
This attitude is due principally to the girl's inability 
to show the same degree of physical endurance and 
skill in games that boys possess, and also no doubt 
to the beginnings of a true psychology of sex mani- 
fested on the girl's side chiefly by special interests and 
aversions not felt by boys and also by a developing 
sense of the fitness and unfitness of certain acts and 
associations as measured by the conventions set up for 
girls to follow. 

Mental attitudes. Children of this age live in a 
mental world in which adventure, brave deeds, and 
heroic achievement play a large part. Their imag- 
ination is easily fired by courageous acts, great sacri- 
fices, and noble deeds. They are not yet ready for 
subtle analysis of motives and ideals on the part of 
their heroes and heroines, but rather tend to estimate 
character and worth by action. 

Moral and religious attitudes. The sense of right 
and wrong has assumed fair proportions by this time, 
and the child is growing in the power of recognizing 



8 FOLLOWERS OF THE MARKED TRAIL 

responsibility and of making real choices and decisions 
on moral and religious questions. We are to remember, 
however, that, while this ability is waxing, it is still 
in its earlier stages and too much cannot be expected 
of it. The time has not yet arrived of severe and pro- 
longed self-analysis and the severely conscientious 
weighing of two lines of conduct and judging the self 
thereby. In truth, there is probably for most boys 
and girls at this stage only a dim realization of a self 
at all. The attitude is still largely objective and should 
be left so for the most part for the next several years. 

This does not mean, however, that the child is not 
ready to appreciate the difference between the right 
and wrong of two different lines of action. He is. He 
can understand the nature of a "marked trail" and 
feel the obligation to follow this way. He can under- 
stand that the great characters whose story is told 
in the pages of this book are worthy of admiration and 
of imitation. He can say, "As for me, I will play 
an Abraham part rather than the part of Lot." He 
can say, "The way Jesus lived, the way he helped 
people and showed kindness and forgiveness, is the 
way I should do and will do." 

Applications to Christian living. It follows, then, 
that the pupils who make up our class in this text are 
ready to be true "Followers of the Marked Trail." 
They never will be more ready to have the high ideals 
of the fine characters who live in its pages made over 
into everyday practice, conduct, and habits than now. 
They are not yet able to dissect and analyze each of 
these great lives and by this critical method discover 
the cause of its greatness, but they are quick and ready 
to recognize greatness as revealed in worthy deeds of 



INTRODUCTION o 

great men and women and emulate the spirit of these 
deeds. 

The Use of Materials 

On the intellectual side the child is not yet ready 
for a rigid historical method of treatment of a theme. 
Nevertheless, his sense of historical continuity has 
awakened, and it should be stimulated and cultivated. 
The plan used in the text is to build the main part 
of the lesson structure on the life of the great Hebrew 
leaders. There is, however, a thread of historical 
unity running through the book, sufficient so that the 
pupil will feel something of the development that for 
centuries was going on among the Hebrews, and how 
this not only developed a great religion, but made 
ready for the coming of the Christ. 

The pupil's responsibility for preparation. This 
text will probably be used under greatly varying condi- 
tions. In some classes the work will be on a true educa- 
tional basis, with time for adequate study and prepara- 
tion. The volume was prepared with this study in 
mind, for religion needs the same application, thought, 
and hard study that are applied to other subjects. 
Where such standards are possible, good use can be 
made of the study topics at the end of each lesson. 
Where less thorough standards prevail, and the lesson 
is prepared chiefly in the recitation period, the stories 
may be used for reading, discussion, and retelling. 
Constant use of the Bible for reference and reading in 
connection with the lessons should be provided for. 

The teacher's responsibility for preparation. The 

very nature of the course puts a heavy obligation of 
preparation on the teacher. For the treatment covers 
practically the entire period of Hebrew history, and 



io FOLLOWERS OF THE MARKED TRAIL 

deals freely with all phases of Jewish life and customs. 
The conscientious teacher will therefore desire to read 
broadly in order to have the necessary background 
for the presentation of the various national characters 
set forth in the lessons. Such teachers will find help- 
ful the books presented in the following list. Most 
of them can be found in the better public libraries. 
They should be placed in the church professional library 
for the free use of teachers. 

LIST OF BOOKS FOR TEACHER'S REFERENCE 

Representative Men of the Bible. George Maiheson. 
History of the Hebrews. Frank Knight Sanders. 
Biblical Geography and History. Charles Foster Kent. 
Old Testament Characters. Geikie. 
History of the Hebrew People. Charles Foster Kent. 
The Geography of Bible Lands. Rena L. Crosby. 
Historical Geography of the Holy Land. George Adam 

Smith. 
Manners and Customs of the Ancient Egyptians. Sir J. 

Gardner Wilkinson. 
Dictionary of the Bible. James Hastings. 
The Earlier Prophets. Kent and Smith. 
Representative Men of the New Testament. Maiheson. 
New Century Bible— "Genesis." W. H. Bennett. 
Expositor's Bible — "Genesis." Marcus Dods. 
Cambridge Bible — "Exodus." S. R. Driver. 
Cambridge Bible — "Joshua." G. F. Maclear. 
New Century Bible — "Joshua." H. Wheeler Robinson. 
Cambridge Bible — "Judges." /. /. Lias. 
Expositor's Bible— "First Book of Kings." F. W. Farrar. 

"Second Book of Kings." F. W. Farrar. 
Cambridge Bible— "Second Book of Kings." /. R. 

Lumby. 
Cambridge Bible — "Amos." 5. R. Driver. 



INTRODUCTION n 

Cambridge Bible — "Jeremiah." A. W. Stearne. 
Cambridge Bible — "Ezekiel." A. B. Davidson. 
Cambridge Bible — "Isaiah." /. Skinner. 
Cambridge Bible— "St. Matthew." A. Carr. 
Cambridge Bible— "St. Luke." F. W. Farrar. 
The Story of Jesus Christ. Elizabeth Stuart Phelps. 

For Reference in Connection with Suggested 
Work for the Pupil 

Servants of the King. Robert E. Speer. 
Hymns Historically Famous. Nicholas Smith. 
Famous Hymns of the World. Allan Sutherland. 
Leaflets from Interstate Character Education Methods 

Research. Milton Fairchild, Director, Chevy Chase, 

Washington, D. C. 
The Use of Motives in Teaching Religion. Thomas 

Walton Galloway. 
Good American Vacation Lessons. The Pilgrim Press. 
A Course in Citizenship and Patriotism. Ella Lyman 

Cabot, Editor. 
Handbook on the Near East. Edith D. Glen. 
How to Teach Religion. George Herbert Beits. 
Junior Worker and Work. Josephine L. Baldwin. 
A Project Curriculum. Margaret Elizabeth Wells, Ph.D. 
The Twentieth Year Book, Part I. National Society for 

Study of Education, Bloomington, Illinois. 

Magazines 
The Church School. 
Pilgrim Elementary Teacher. 
Asia. 
National Geographic Magazine. 

Hymn References 

Worship in the Sunday School. Hugh Hartshorne. 
A Manual for Training in Worship. Hugh Hartshorne. 



12 FOLLOWERS OF THE MARKED TRAIL 

The School Hymnal. Milton S. Littlefield. 
Hymnal for American Youth. Augustine Smith. 

For Pupils' Library 

Reading Text used in Fifth and Sixth Grades at School. 
History Text used in Fifth and Sixth Grades at School 

(especially such texts as teach history in biographical 

form). 
Geography Text used in Fifth and Sixth Grades at School. 
Carpenter's Geographical Readers. 
Good American Vacation Lessons. 
Stories of Brotherhood. Harold B. Hunting. 
Friends of Ours. Elizabeth Colson. 
Fez and Turban Tales. Isabel Blake. 
Mr. Friend-o'-Man. Jay T. Stocking. 
Children at Play in Many Lands. Katherine Stanley 

Hall. 
Books of Standard Poetry. 
Servants of the King. Robert E. Speer. 
Health and Hygiene Text Books used at School. 

Any good stories of adventure or bravery that the 
teacher may care to add. 

Also stories of loyalty and courage and patriotism. 



CHAPTER I 

TRAIL MAKERS 

The aim: (i) To enlist the imagination of the pupil 
in putting himself in the place of another; (2) To arouse 
an interest in the continuity of history and in historical 
personages, and to show that each person occupies a 
place as a "Follower of the Marked Trail." 

Points of emphasis in the chapter : 

1. The fact that life is safeguarded and living made 
easier by the combined efforts of many who have 
pioneered the way. 

2. The connection between our present-day facilities 
and the pioneer work done in the past in the face of 
great difficulties. 

3. Establishing a relationship between the Bible 
and history as it is studied at school. 

4. Endeavoring to stimulate in the pupil a desire to 
become a member of a pioneer group in religious educa- 
tion and thus to carry out the idea of the continuity 
of history. 

Plan for developing the chapter : Since the class will 
probably not have read the lesson, it is suggested that 
the teacher be thoroughly familiar with the lesson be- 
fore going to the class, and that she read the chapter 
aloud, stopping for comments and discussion by the 
pupils as she proceeds. Use questions 1 and 3 in the 
Study Topics at the close of the chapter in the text- 
book as the basis for a follow-up class discussion as 
an introduction to the discussion of Question 2 in the 

13 



i 4 FOLLOWERS OF THE MARKED TRAIL 

same list. Try to draw from the pupils whether they 
have had any experiences with health crusades in con- 
nection with their hygiene lessons at school. Invite 
information as to their own habits in reference to 
observing the fundamental health laws, such as sleep- 
ing with open windows, exercise in the fresh air, eating 
juicy fruits and cereals, removing damp shoes and 
stockings upon entering the house, avoiding drafts 
when overheated; and lead into the suggestion that 
the men and women who opened our eyes to these 
things until our daily living was safeguarded thereby, 
were really pioneers of high type, and belong in the 
history of the development of our nation as truly as 
our soldiers and legislators and explorers in other fields. 
If it can be done naturally, lead into the suggestion 
that the early contributors to history were men and 
women whose lives and deeds are recorded in the great 
history of the human race, the Bible, and that the 
interesting problem before the class during this semester 
will be to discover whether these men and women bear 
any vital relationship to this class. Take up Ques- 
tions 4 and 5 at this point and develop them in class. 

Social activity suggested : If the teacher will strive 
to conduct this whole introductory lesson in such a 
way as to stir the pupils' interest until it eventuates 
in a sense of responsibility to the class in religious 
education, bringing the pupils to feel that it is an essen- 
tial link in their complete education, there will probably 
grow up in the minds of the boys and girls a desire to 
spread the news about this pioneer undertaking and 
to invite others to come with them to the next class. 
A legitimate project opportunity might present itself, 
and visiting or boosting groups might be formed which 



TEACHER'S MANUAL 15 

would have the extension of the class as their personal 
responsibility, and invitations might be constructed 
and written or printed by the boys and girls and de- 
livered by them in person or by messengers whom they 
choose themselves. 

Reference Work. Turn to the history you use 
in school to select the names of the American trail- 
makers suggested in the Study Topics. Read as an 
assignment between classes Genesis 12. 1-7, and try 
to learn Hebrews n. 8. 



CHAPTER II 

THE GREAT PIONEER OF THE MARKED 

TRAIL 

The aim: To develop the idea of leadership, and to 
show that one who can lead others and inspire them to 
continue following must win their confidence by his 
own character. To show God as the great source of 
power for successful leadership as evidenced by the 
story of Abraham as a leader, and to make the boys 
and girls willing to follow God's leadership. 

Points of emphasis in the chapter : 

1. The uncertainty in the minds of some who were 
not willing to follow the leader at first. 

2. The faith which others felt in him. 

3. The arguments pro and con. 

4. The faith in the heart of the leader himself. 

5. The source of his strength and power. 

6. The journey, the setting up of the altar, and 



16 FOLLOWERS OF THE MARKED TRAIL 

the permanence and certainty of God's promises in 
every condition and in every place. 

Plan for developing the chapter: Have the pupils 
read this lesson orally in the old-fashioned way, assign- 
ing certain sections to different pupils. 

Have the first reader develop paragraphs i through 
10, and assign only paragraph n to the next reader, 
trying to have him feel that Lot himself speaks in 
interpreting Abraham's message to the household. Let 
the next assignment include paragraphs 12 through 14. 
For paragraphs 15 through 17 choose a boy about whose 
reading ability and power of visualization you feel con- 
fident, and keep this same reader in mind for the later 
reading of paragraphs 24 and 25. Assign paragraphs 
18, 19, 20 to one reader, and 21, 22, 23 to another. 
Bring to the class, if obtainable, suitable pictures and 
a map of the land over which Abraham journeyed. 
The pictures should include one of an altar such as 
Abraham erected, a caravan, or a group of tent 
dwellers. 

As a result of studying the pictures and locating the 
places on the map, lead into a discussion of whether it 
takes courage to undertake a pioneer journey and whether 
one ever could become a leader of this kind without 
courage of two kinds. Try to have the pupils discover 
what two kinds of courage you mean, and when they 
are discussing the types, develop, if possible, from their 
own ideas which is greater, physical or moral courage? 
Lead from this into the story of a man nearer our own 
dates in history who had the same types of courage 
that characterized Abraham, and without calling his 
name give a brief sketch of David Livingstone. At the 
close of the sketch ask the class to copy in their note- 



TEACHER'S MANUAL 17 

books the poem given in the Study Topics in the pupils' 
book, and ask if they can supply the missing name. 

Social activity suggested : Send the pupil out from 
the class with a desire to commit his way unto the Lord 
in emulation of the great pioneer heroes who dared so 
much because they trusted God and found him never 
to fail. This desire may find expression in some very 
simple deed during the week about which the pupil 
will never speak to another, but the object is to in- 
fluence his actions, not to take an inventory of his 
righteous deeds, for the righteousness might by this 
method become self -righteousness. By using at the 
close of the lesson verses 3-6 of Psalm 37 — and sing- 
ing in unison "He leadeth me, O blessed thought," 
it might be possible to have the class go out with an 
appreciation of God's unfailing companionship as a 
guide to their actions. 

Do not fail in appreciation yourself, if the efforts of 
the pupils to increase the interest in the class have 
resulted in bringing in new members. 

Recognize the effort and the new comers in some 
special way. 

Reference Work. Read in Servants of the King, 
Chapter I, and as assignment in the Bible, Genesis 
13. 1-12. 

The teacher will have read this chapter in the Speer 
book, also the Scripture which she assigns, before ap- 
pointing it to the pupil. It is considered desirable to 
have these lessons presented in class instead of being 
studied beforehand. Since a new plan is being under- 
taken in relation to the pupils' educational experience, 
it will need to be adroitly handled, and the subject- 
matter must be presented with sympathy and enthusi- 



18 FOLLOWERS OF THE MARKED TRAIL 

asm in order to enlist the keen interest and cooperation 
of the pupils. Therefore the additional research work 
suggested at the close of these chapters is to help the 
pupil to connect this experience with that of his day- 
school, and to emphasize the fact that history and 
life are inseparable. The teacher will use his own 
judgment as to whether this outside work in addition 
to the activities suggested for the social extension of 
the pupil will prove too complicated or onerous, but 
in some instances it may be advisable to substitute one 
for the other. 



CHAPTER III 

WHERE THE ROADS FORKED 

The aim : To develop the thought that the true 
leader considers others first, and to show that this 
quality is an element of true courage, as evidenced in 
the incident of Abraham and Lot. Also to lead the 
pupils to acts of unselfish giving way to others where 
interests conflict in home or school. 

Points of emphasis in the chapter : 

i. The quarrel among the herdmen. 

2. Abraham and Lot on the hill, and Abraham's 
proposition in the interest of family harmony. 

3. Lot's attitude toward the proposition. 

Plan for developing the chapter: First, let the pu- 
pils read the lesson silently, and later develop it orally 
along the line of the following topics: 

1. The conversation between Kenan and Jared. 



TEACHER'S MANUAL 19 

2. Abraham's invitation to Lot to go out walking 
with him. 

3. What Abraham said to Lot on the hilltop. 

4. The description of the land which they looked 
out over. 

5. What Lot said to Abraham on the hilltop. 

6. Why this meant a separation in the Trail. 

At the close of the reading have a spontaneous dram- 
atization of the episode of Abraham and Lot on the 
hilltop, having volunteers for the parts of Abraham 
and Lot. It may develop that you will have more 
volunteers for the part of Abraham than for the part 
of Lot. Steer clear of making it a self-righteous oppor- 
tunity. Let the two actors use their own language 
in developing the episode, and it will probably transpire 
that the language will be very dignified, and bear traces 
of the influence of the Bible language in the pupil's own 
thinking. 

Social activity suggested : In the class discussion 
which should follow the playing of this incident let the 
teacher be prepared to guide the lines of thought into 
the opportunities which one has every day to repeat 
this bit of history in playing games, where the good 
captain or leader tries to develop his players by stepping 
aside himself and giving them the best chances at 
goals. Talk about the sacrifice hit and the underlying 
principle of it; playing in a game to help a side to win 
when you have given up something you would much 
rather do in order to be true to the team. 

If the season of the year is favorable and the con- 
ditions admit of such a possibility, the value of this 
lesson would be greatly increased if it could be de- 
veloped out of doors and played on a hilltop, and if 



20 FOLLOWERS OF THE MARKED TRAIL 

the teacher could plan for the immediate playing of 
a game that gave opportunity for the pupils to dis- 
cover the analogy for themselves without formal dis- 
cussion of the value of sacrifice in leadership as a proof 
of courage. 

Reference Work. Before answering Question 6 in 
the Study Topics the pupil may be asked to read Luke 
10. 27. 

Find in Good American Vacation Lessons the story 
of "How Abraham Stopped a Quarrel." Be prepared to 
tell it if the teacher should call for some outside reading 
report at the next class. 



CHAPTER IV 

FROM THE MARKED TRAIL TO THE DETOUR 

The aim: To show that one of the attributes of a 
true leader is to help those who need him whether 
those whom he helps deserve his kindness or not, and 
to encourage unselfish acts in accordance with this 
truth. 

Points of emphasis in the chapter: 

1. Abraham's communion with God and the build- 
ing of the altar. 

2. News of Lot's danger and helplessness. 

3. The rally to the assistance of a kinsman in need, 
in spite of the fact that he had not always acted nobly. 

4. The stratagem of Abraham's attack, and his 
successful generalship. 

5. Abraham's refusal to share in the spoils of battle. 

Plan for developing the chapter: Spend the first 



TEACHER'S MANUAL 21 

part of the class period in letting the pupils discover 
the dramatic situations in the story for themselves 
by a silent reading of the story. Their problem will 
be to determine characters, possible scenes, and a 
climax. When they are ready with this, work out the 
speaking parts in the assembled class, using the black- 
board for writing out what the different pupils dictate. 
Then try acting the result of the class deductions. 

This might develop somewhat after this fashion: 

Scene 1. Abraham in his tent (the tent being imag- 
inary if there are no old shawls or blankets or rugs 
available). The herders in their tents at some dis- 
tance; Abraham walks out of his tent to an imaginary 
range of hills. His whole attitude expresses loneliness 
and disappointment, also longing. 

Suddenly his attitude changes; he hears a voice 
speaking to his heart. At this point have the teacher 
concealed at one side read reverently from the Bible, 
what Abraham did hear. Abraham's expression changes 
to one of hope and joy as he lifts his eyes and looks in 
three directions surveying the land. If there hap- 
pens to be a platform in the room, this might be used 
to represent the hill. An altar might be constructed 
of books piled one upon the other occupying the center 
of the scene. 

Scene 2. Abraham's tent near the trees. If there 
are any potted plants in the room, palms or ferns, 
they may be utilized for this scene or branches of trees 
from outside might be brought in to represent the 
trees. Abraham sits at the tent door looking down the 
room. A messenger comes running, panting for breath. 
The messenger speaks, telling of the battle and Lot's 
capture by the enemy. Abraham rises with an air of 
resolution and daring, and says he will rescue his kinsman, 



22 FOLLOWERS OF THE MARKED TRAIL 

Scene j. Abraham at the head of a company of 
soldiers of his own household. They set forth to rescue 
Lot. An imaginary city is outlined by a circle of chairs. 
Lot and his family are in the center of this circle. Abra- 
ham arranges in groups the righting men he has brought 
with him, placing them in strategic positions outside 
the city. • The enemy flee, leaving Lot and his family 
in the center of the city. Abraham runs to Lot and 
embraces him and starts out of the city accompanied 
by Lot and his family. 

Scene 4. . The king of Sodom is walking up and down 
distressed and weary. A soldier runs up to him. The 
soldier speaks, telling the king of Abraham's approach. 
The king goes out to meet Abraham and bows low 
before him. They talk together. Abraham refuses to 
take any of the spoils of battle. 

Scene 5. Abraham again at the tent door. He 
walks to the altar, his soldiers gather near. Abraham 
assumes an attitude of prayer, the others also. Abra- 
ham returns to his tent, the men to theirs. The teacher 
concealed at the side reads: "The heavens declare the 
glory of God/' etc., "Let the words of my mouth," etc. 

This is a crude explanation of what would be a rough 
attempt to play this great incident in The Marked 
Trail, but the acting out of the story would be sufficient 
to make history live for the participants, when they 
reproduced it without the agony of rehearsals and the 
imposition of another's interpretations of the actions 
which they employ in expressing themselves. 

If the teacher desires to make such a use of this 
lesson, it might become the inspiration for the col- 
lection or invention of material to be used in future 
dramatic reproductions of fundamental truths. If the 
class should become interested in doing something of 



TEACHER'S MANUAL 23 

this nature that would add to the joy and usefulness 
in future attempts at dramatizing the stories it would 
be a legitimate social activity. 

Reference Work. Ask the pupils to find out 
what Psalm is referred to in the quotation in Study 
Topic 6 in the pupils' text, and report on it at the 
next class. 



CHAPTER V 

A PROMISE AND A WARNING 

The aim: To show that God's promises as well as 
his warnings come to pass, and to develop the thought 
that the real value of warnings consists in their purpose 
of preventing unnecessary suffering on the part of 
those who are blessed with warnings; and out of this 
to lead pupils to recognize and heed the warnings which 
come to them in many connections for their welfare. 

Points of emphasis in the chapter : 

1. The visit of the heavenly messengers to Abra- 
ham's tent, and their assurance to Abraham of the 
fulfillment of God's promise. 

2. The exercise of the privilege and law of hos- 
pitality. 

3. The news of the danger to Sodom, and the warn- 
ing permitted to Lot's household. 

4. Lot's escape in obedience to the warning. 

Plan for developing the chapter: Introduce the 
lesson with an informal talk on signals of warning 
which protect people from danger and suffering and 
probable death. Use the Study Topics in the pupils' 



24 FOLLOWERS OF THE MARKED TRAIL 

book as the basis for this discussion. Invite from the 
pupils' experience any knowledge they may have of 
the purpose or usefulness of warnings. This probably 
will reveal a knowledge of signs, whistles, horns, traffic 
regulations, safety zones, traffic officers, printed direc- 
tions in public places, gratings over open sewers and 
outside cellars, etc. Try to draw from the pupils their 
own ideas of the motives which prompted the placing 
of some of these danger signals, thus developing the 
social meaning of any signal that makes for public 
welfare. Study Topic 2 may be used here. Correlate 
this, if possible, with the first chapter of the book, and 
come back to Question 3 in the Study Topics for this 
lesson. 

If the minister of the church would be present at this 
lesson and bring it to a climax in the development of 
Study Topics 4 and 5, it would be helpful. 

Social activity suggested : If as a result of this 
study of an incident so unlike anything in their own 
experiences and in a time and place so remote from 
their present environment and customs, the pupils can 
be sent out to their normal daily lives with a quickened 
sense of social obligation in return for social benefits 
which are provided for them by the public spirit of 
their fellow townsmen, something positive may grow 
out of this study. If the boys and girls can be brought 
to realize that prompt obedience to signals, avoiding 
unnecessary risks, politeness to those in public service, 
are ways of returning the obligations of public benefits 
received, the class period will be well worth while. 

Reference Work. Suggest to the pupils that they 
discuss the inferences in Study Topic 2 in the textbook, 
with their school-teachers and also that they determine 



TEACHER'S MANUAL 25 

whether Paul had any ideas on this subject when he 
wrote his letter to the Corinthians and put into it the 
verses found in 1 Corinthians 3. 16, 17. 



CHAPTER VI 

A SUCCESSFUL SEARCH 

The aim: To show that the hand of God has been 
moving through the lives of those who have made 
history, and taken their rightful places on the Marked 
Trail. To increase reverence and respect for the sacred- 
ness of family relationships, and to induce conduct in 
accord with these attitudes. 

Points of emphasis in the chapter : 

1. The arrival of the caravan at the well of water, 
and Rebekah's appearance on the scene. 

2. The home of Rebekah and the story of the serv- 
ant's mission. 

3. The family agreement to the plan inaugurated 
by God for establishing a new family group. 

4. The return and the meeting of Isaac and Rebekah. 

Plan for developing the chapter : Have the lesson 
read silently, then call for an oral reading along the line 
of the following suggestions : 

1. How the caravan proved the wealth of its owner. 

2. The scene where the maidens came to the well. 

3. The section that describes how Rebekah behaved. 

4. How she proved that she belonged to a hos- 
pitable family. 

5. What happened when they were gathered at the 
table. 



2 6 FOLLOWERS OF THE MARKED TRAIL 

6. The description of the presents which the servant 
brought. 

7. Whether Rebekah returned with the servant. 

8. How Isaac felt when he was in the field alone. 

9. How her coming to the tent changed things there. 
At the close of the reading follow the suggestions 

made in Study Topic 5 in the pupils' book. 

Social activity suggested : Let the class leave in an 
appreciative attitude of mind, and this will be more 
likely to find its reaction in courtesy at home, or thought- 
fulness where there has been a lack of it than will result 
from any practical suggestions after this story. If 
some one who understands boys and girls and who can 
sing a hymn story so that it will invite the right re- 
sponse in others, could sing at the close of the class 
the whole song story which begins with the following 
stanza, it would emphasize the teaching in the story: 

"There is beauty all around 
When there's love at home; 
There is joy in every sound 

When there's love at home; 
Peace and plenty here abide, 
Smiling sweet on every side; 
Time doth softly, sweetly glide, 
When there's love at home." 

— /. H. McNaughton. 

Found in The School Hymnal (Littlefield) No. 238. 
Hymnal for American Youth (H. Augustine Smith) No. 
42 in "Orders of Service." 

Reference Work. Have the pupils look up in 
their geographies the section about " Among the people 
of the desert," and tell some of the facts gleaned after 



TEACHER'S MANUAL 27 

this reading at the next class. (Tarr and McMurry 
treat this very graphically in their First Book.) 

Also ask them to examine any pictures in the Na- 
tional Geographic Magazine with which you are fa- 
miliar that will help them to appreciate the desert life. 



CHAPTER VII 

A STRANGE BARGAIN 

The aim: To show that every act counts in the 
developing of character, and to strengthen the admira- 
tion of the pupil for one with a resolute will, through 
the use of a negative example. 

Points of emphasis in the chapter: 

1. Jacob's secret thoughts as he waits for his brother. 

2. The difference in the natures of the two brothers. 

3. The selling of the birthright. 

4. Jacob's report to his mother. 

Plan for developing the chapter : Open with a dis- 
cussion of the family names represented in the class, and 
inquire why one is called "Watkins" another "Richard- 
son," another "Phillips," another "Taylor," instead of 
everybody being called the same name. Develop the 
difference between the Christian names and the family 
names. The pupils will have already had their atten- 
tion directed to this at school, and it will be easy to 
develop a class interest in the subject. Ask if anyone 
represents anything through his family name, and it 
will probably lead into answers which bring out the 
profession or the business of the father of the family, 
and these answers may include such as these: "That 



28 FOLLOWERS OF THE MARKED TRAIL 

my father is a physician," "that I am the son of the 
minister," "that my father has a grocery on the corner," 
"that my father sells a certain kind of automobile," etc., 
according to the characteristics of the community repre- 
sented in the class. Adroitly extend this discussion 
by suggesting the name of some outstanding man or 
woman in the community whose life has stood for those 
things which increase human happiness and usefulness. 
Nearly every community has some pioneer family 
which carries helpful suggestion through the family 
name. Try to have the pupils discover that one's 
actions and attitudes toward life determine the meaning 
which their names convey to their associates and fellow 
men. 

At this point go into the lesson carrying the idea that 
the family name is a birthright of the highest type. 
Stress the responsibility that rests upon the oldest 
child in setting an example to those who come after, 
and interpreting the family name to his sisters and 
brothers so that they shall not misunderstand it. In- 
quire if there are any ways to sell a birthright now for 
something which is not worth as much as the original 
possession. Develop here Study Topics 5 and 6. The 
Boy Who Lost His Name, by Christine Ware, is an 
excellent story and can readily be utilized in the de- 
velopment of responsibility for maintaining the good 
name of the family. 

Close the period by following the suggestions in 
Study Topic 7. 

Social activity suggested : Send the pupil out with 
the problem of discovering whether there is any way 
in which he can add to the meaning of his family name, 
or to the real value of his birthright through self-denial 



TEACHER'S MANUAL 29 

or service? Let him determine if there are ways to do 
this which have not been brought out in the lesson. 

Reference Work. Assign the reading of a chapter 
bearing on the preservation of the health through per- 
sonal habits. Gulick's Good Health is a good source 
book, but any text that is being used in school or any 
of the leaflets bearing on "The Law of Good Health" 
may be utilized for this reference. 



CHAPTER VIII 

THE RESULT OF THE BARGAIN 

The aim: To increase the sense of responsibility for 
making choices, and to show that one's choices, whether 
right or wrong, inevitably affect others; and through 
this to help form the habit of making right choices. 

Points of emphasis in the chapter : 

1. The growing desire from the possession of the 
birthright to the possession of the family blessing. 

2. Esau's hunting expedition. 

3. The scheme of Rebekah and Jacob and its success. 

4. The consequences to Isaac and Esau. 

5. Jacob's fear and departure from home. 

Plan for developing the chapter : Follow the chap- 
ter in the pupils' book having the boys and girls read 
on time assignments by paragraphs (silent reading). 
At the conclusion of the reading have the books turned 
face down on the tables. Let the teacher use the black- 
board for writing the names of the persons in the story, 
and have the pupils recall the chapter in logical se- 
quence, through the simple suggestion of the proper 



3o FOLLOWERS OF THE MARKED TRAIL 

names in each succeeding paragraph. Call for volunteer 
answers which give the substance of the paragraphs. 
Develop one paragraph at a time, letting the pupils use 
their own words in recalling the incidents. 
The blackboard will look like this: 



I. 


Rebekah — Jacob . 


8. 


Jacob. 


2. 


Isaac — Esau. 


9- 


Rebekah. 


3- 


Isaac. 


IO. 


Jacob. 


4- 


Esau. 


ii- 


-16. Jacob — Isaac — 


5- 


Esau — Rebekah — Jacob. 




Esau. 


6. 


Jacob — Esau. 


17- 


■18. Jacob — Esau — 


7- 


Rebekah — Esau . 




Isaac. 



Turn the books face up and reread paragraph 19 silently, 
then have some one read this paragraph orally. From 
this point on, have the lesson read by the class in the 
following paragraph groups: 20-24; 2 55 26-28; 29-31. 

Follow the suggestions in the Study Topics in the 
pupils' book just as they are given, trying to develop 
from the pupils their reasons for the answers they give 
to the last part of Study Topic 5. 

Although topic 6 is negative, it would make a good 
assignment for reference reading to be discussed with 
some lawyer friend whom the boys and girls may know, 
and reported upon at the next class. When the results 
are reported, develop from the pupils whether they 
think the law as we have it now makes justice more 
possible than in the days of Jacob and Esau. 

Social activity suggested: To discover whether 
there is any opportunity in play in school life, in com- 
mercial dealings, to fight temptations like those which 
attacked both Jacob and Esau. Would your decision 
if you were tempted affect any one else or just yourself? 

Reference Work. Read Chapter IV in Stories of 



TEACHER'S MANUAL 31 

Brotherhood, Harold B. Hunting. Invite the pupil to 
decide after he has done this reading whether the story 
has any bearing upon the chapter in this textbook and 
if it is related in any way to the Study Topics sug- 
gested there. 



CHAPTER IX 

AFTER MANY YEARS 

The aim: To show that God is always willing and 
ready to forgive those who repent of their sins and 
ask to be forgiven. To develop the truth that those 
who would please God will forgive those who have 
wronged them if they are asked to forgive; and so to 
influence the pupils to carry out these principles in their 
own conduct. 

Points of emphasis in the chapter : 

1. Jacob and his great company preparing to meet 
Esau. 

2. Jacob's prayer to God. 

3. The change in Jacob's heart since the day when 
he treated Esau so unjustly. 

4. The courage of Jacob in preparing to meet Esau 
alone. 

5. The meeting and the forgiveness. 

Plan for developing the chapter : Let the teacher 
be prepared to tell the lesson story to the class, using 
her powers of interpretation to bring out forcefully: 
1. The uncertainty in Jacob's mind as he apprehends 
meeting Esau. 2. The sincerity of his repentance in 
his communion with God. 3. The chivalry in his 
protection of the women and children. 4. His desire 



32 FOLLOWERS OF THE MARKED TRAIL 

to make restitution by his gifts. 5. His courage in 
going forth to meet Esau alone. 6. His unspeakable 
joy at being forgiven. 7. The happiness of both Jacob 
and Esau in the reconciliation. 

This may be resolved into an appreciation lesson in 
which the hymn, "Nearer, My God, to Thee," may be 
sensed and taught. Let the hymn be described in even 
greater detail than is supplied in the Study Topics in 
the pupils' book. Have hymnals at hand and try to 
obtain the interest and cooperation of the musical 
director in teaching the hymn, verse by verse, with 
appropriate comments. Read in this connection Genesis 
28. 10-22. 

Reference Work. Read the story of the hymn 
referrred to in the Study Topics in Famous Hymns of 
the World, by Allan Sutherland before carrying out 
the suggestions in Question 3. 



CHAPTER X 

A BOY WHO HAD EVERYTHING HE WANTED 

The aim: To show that God's law is that families 
should live together in love and unity, and thereby to 
lead each child to practice greater kindness and for- 
bearance in the home. 

Points of emphasis in the chapter : 

1. Joseph the favored son and dreamer. 

2. The beginnings of jealousy in the hearts of the 
brothers. 

3. Joseph's expedition from home, and the results 
of the harbored jealousy in the hearts of his brothers. 

4. The grief of Jacob over Joseph's disappearance. 



TEACHER'S MANUAL 33 

Plan for developing the chapter : Have the lesson 
read silently. Use it as the basis for a class arrange- 
ment for dramatization. Let the teacher take the 
initiative this time. Select possible acts. Outline 
possible scenes. Assign definite work to each pupil. 
Reread the story, having those to whom parts have been 
assigned read their own parts. Select the characters 
first in the planning of this lesson. Ask the class to be 
on the alert for the discovery of paragraphs that might 
be turned into speaking parts which are not already 
so arranged. 

Tabulate these results on the blackboard and leave 
them for use at the next meeting of the class. 

Assign to each one the writing out of his own part 
and let the final dramatization be the result of what 
the pupils have worked out for themselves. 

Social activity suggested: Assign for outside 
study and reference work Study Topic 7 in the pupils' 
book. 

Reference Work. Read in the Bible Matthew 2. 
12, 22, about a warning which God sent in a dream. 
Let the pupil decide whether the dream was definite 
enough for the message in it to be followed. 



CHAPTER XI 

A SERIES OF ADVENTURES 

The aim: To show the value of cherishing dreams 
(that is, plans and ideals) in the imagination of one's 
heart, especially if they finally result in fine conduct. 
(There may chance to be a future poet or philosopher 
or statesman in the class group, and it is worth while 



34 FOLLOWERS OF THE MARKED TRAIL 

to give an appreciative word to dreams and visions for 
the good of humanity.) 

Points of emphasis in the chapter : 

i. The scene at the bazaar. The selling of Joseph 
to Potiphar. 

2. Joseph's life in Potiphar 's household. The un- 
just accusation. 

3. The life in prison and the outcome of dreams. 

4. Joseph's reinstatement and advancement. 

Plan for developing the chapter: Continue the 
plan started in connection with Chapter X, reading 
this lesson silently at first, and connecting the dramatic 
incidents with those already worked out. Try out the 
scenes accomplished thus far. 

After the dramatization, assemble the class again and 
read Psalm 27, as suggested in the Study Topics. 

Reference Work. Try to find in any books or 
magazines at home or in the library, pictures that show 
any setting like that in which this story might have 
taken place. If possible, bring the pictures to the next 
class. 

Let the teacher also be on the lookout for pictures 
which will illuminate the scene and bring them to the 
class herself for discussion and selection. 



CHAPTER XII 

HOW JOSEPH WON A GREAT VICTORY 

The aim: To show that God's plans work out for 
the good of those who put their trust in him, and fol- 
low his commandments. To develop the truth that 



TEACHER'S MANUAL 35 

forgiveness is characteristic of those who are truly- 
great, and so to lead to the practice of a forgiving spirit. 

Points of emphasis in the chapter : 

1. Jacob's despair and the trip into Egypt. 

2. The attitude of Joseph and the return of the 
brothers to their home. The conditions governing the 
possible return for more grain. 

3. The second trip into Egypt and the incident of 
the cup in the sack of Benjamin. 

4. The revelation of Joseph to his brothers, the 
reconciliation. 

5. Jacob's journey into Egypt to live with Joseph. 

Plan for developing the chapter: Continue the 
plan as developed in the two former chapters. Re- 
enact the drama up to this point. Add the parts that 
work up to the thrilling climax. If too much time is 
consumed in reading this chapter because of its un- 
usual length, let the teacher be prepared to tell the story 
working up to the climax. 

Social activity suggested : Leave the pupils free to 
draw their own conclusions after reproducing this story 
of life relationships in this free dramatic way. Some 
ordinary events in everyday life will surely take on a 
deeper meaning after the boys and girls have played 
at being the real thing themselves. 

Reference Work. Ask the pupil to read in a Merrill 
Sixth Reader the story found on page 132 by Lucius 
Manlius Sargent, or "The Great Stone Face," by 
Nathaniel Hawthorne, which can be obtained in any 
Fifth or Sixth grade schoolroom. 

Call for a discussion of the stories at the next class 
and lead the pupil to connect the experiences for himself. 



36 FOLLOWERS OF THE MARKED TRAIL 



CHAPTER XIII 

MAKING A CHOICE 

The aim: To show that the voice of conscience 
may be more noticeable than even the outward sur- 
roundings, to encourage the pupil to be on the alert 
for this evidence of God in his own heart and to fol- 
low the promptings of conscience. 

Points of emphasis in the chapter: 

i . The scene by the wall. 

2. The voice of conscience speaking to Moses. 

3. The tragedy of the slain Egyptian, and Moses' 
departure from Egypt. 

4. The burning bush and the voice of God in Moses' 
heart. 

5. Moses' commission from God to become a great 
leader. 

6. The appointment of Aaron to be Moses' assistant. 

Plan for developing the chapter : Let the teacher 
introduce the lesson by a brief statement which will 
make a connecting link between this lesson and the 
events which occurred in the last chapter. Suggestion 
as to the material contained in this intervening period 
is given in the pupils' book at the end of this chapter. 
Conduct the lesson along simple lines. Assign to one 
pupil the reading of Genesis 2. 1-10, as an introduction 
to the lesson. 

By telling of the important minerals in Egypt, of 
building stone, such as granite, porphyry, limestone, 
and sandstone, lead into a discussion of the buildings 
in Egypt, mentioning the pyramids, the great store- 
houses and temples. Develop the idea of the number 



TEACHER'S MANUAL 37 

of workmen employed in erecting these great buildings. 
This will afford a good opportunity to enter upon the 
chapter as it is prepared in the pupils' book. After 
the reading of this chapter, take up Study Topics 3, 
4, and 5, inviting free expression from the pupils. 

Social activity suggested : Make this an initial step 
in the formation of a project which shall involve a sur- 
vey of the industries in your own community, choosing 
one or more to be visited by the class at the close of 
their survey. Obtain permission for this to be done 
before the project is suggested to the class, but let a 
committee of the boys and girls go to the manager 
of the industry to ask permission and to arrange the 
time for the visits. The object of this visit will be to 
give attention to the intelligent effort that is necessary 
on the part of every worker in the industry in order 
that the finished product may be manufactured. The 
thought of the benefits which are to accrue to people, 
through the use of the manufactured articles, should 
be introduced into the pupils' minds, and the result 
of the carrying out of this project, if the teacher grasps 
the opportunity, will be to quicken the appreciation 
of the boys and girls in relation to the articles they use 
as the product of human effort and intelligence. This 
will afford an opportunity to either create or strengthen 
a sympathetic attitude of mind between the workers 
and the consumers, which is not too difficult a social 
situation for the boys and girls to begin to appreciate. 
In the school of religious education the teacher has the 
peculiar privilege which cannot be exercised in any 
other branch of education, that of impressing upon 
the pupils, by every legitimate means, the obligation 
which rests upon the Christian citizen of understanding 



38 FOLLOWERS OF THE MARKED TRAIL 

and helping his fellow men. If this lesson can be learned 
in childhood in the degree in which boys and girls may 
take it in and practice it in their daily ordinary living, 
we may look with some hope toward a future when 
there will be harmony and mutual understanding in 
our nation between labor and capital. One of the 
gravest responsibilities which rest upon the men and 
women teaching in these week-day schools of religious 
education is to help to create that order of mind that 
makes for mutual understanding and helpfulness in 
human society. 

This survey ought to extend over some time and be 
done intelligently. 

Reference Work. Read Chapter . VIII in Stories 
of Brotherhood, and ask whether the verse printed at 
the heading of the chapter has any connection with 
the survey which the class is undertaking. 



CHAPTER XIV 

A MAN WHO DEFIED GOD 

The aim: To show that God's power may over- 
come the evil forces that work against the good, when 
we work in harmony with his will. To increase the 
pupil's faith in the power of God and to deepen his 
sense of responsibility for trying to work in harmony 
with God's will as they understand it. 

Points of emphasis in the chapter : 

i. The defiance of Pharaoh and its final result. 
2. The escape of the Hebrews from the kingdom 
of Pharaoh. 



TEACHER'S MANUAL 39 

3. The pursuit by the Egyptians. 

4. The guides sent by God. 

5. The rescue at the Red Sea. 

Plan for developing the chapter : Have the class 
read the lesson silently. Let the teacher read Miriam's 
song orally. At the close follow the suggestions in 
Study Topics r, 4, 5. 

Social activity suggested : Discuss further the plans 
for the survey. Draw from the pupils some reasons 
why they would be interested to make it. Suggest that 
notebooks and pencils be taken on the expedition, so 
the boys and girls may make notes concerning any 
interesting features they may care to discuss later. 
Arrange the groups for the visits after having heard 
the report of the committee appointed to obtain per- 
mission for the class to visit the plant. Launch the 
project. 

Reference Work. Ask the pupil to read the first 
chapter in Mr. Friend-o'-Man, to decide if it has any 
bearing on the survey, and to report his conclusions at 
the next class. 



CHAPTER XV 

SEEKING THE TRAIL 

The aim: To show that through all the difficulties 
which beset the way of those who try to follow the 
"Trail, " God is faithful to give them courage and strength 
for the undertakings. To arouse in the pupil an ad- 
miration for endurance in leadership, and to increase 
his respect and obedience for the laws of God. 



4 o FOLLOWERS OF THE MARKED TRAIL 

Points of emphasis in the chapter : 

i . The family history reviewed by Miriam and Aaron 
and their repeated pledge of loyalty to Moses. 

2. The wanderings in the wilderness. 

3. The Ten Commandments given and destroyed. 

4. The Ten Commandments given the second time. 

5. The death of Miriam and Aaron. 

6. The translation of Moses on Mount Nebo. 

Plan for developing the chapter : Make the lesson 
grow up around the Ten Commandments, introducing 
it with a talk about the simple rules that govern our 
daily conduct at home. Draw from the pupils the 
stabilizing and regulating influence of rules in the family 
life, referring to general rules such as regular meal 
hours, rising and retiring, cleanliness, school hours, 
family worship, rules of courtesy such as boys rising 
when girls or older persons enter the room, picking up 
dropped articles, promptness, table manners, etc. 
Lead from this into a discussion of the rules that affect 
health and physical development and gradually work 
up to the suggestion that in the beginning, God gave 
the rules that have formed the basis of all the rules 
that make for human welfare and advancement to-day. 
At this juncture connect with the preceding lesson by 
the statement that God used Moses as a leader in this 
way just as he commissioned Moses to lead the children 
of Israel out of Egypt. While the interest in finding 
out how this was done is at white heat go into the read- 
ing of the chapter. 

Social activity suggested : In addition to the pro- 
ject that is being carried on to help the pupils in de- 
termining one aspect of their social obligations in the 
world, send them 'out with the problem of discovering 



TEACHER'S MANUAL 41 

for themselves if any one of the Ten Commandments 
affects their family life to-day, and whether the con- 
ditions in the family are better by the observance of 
this law. Ask them to report on this. The report will 
probably include at least four of the commandments 
which may be appreciated by normal boys and girls 
at this stage of development. 

Reference Work. Ask the pupil to read "Gang 
or Squad," in Fez and Turban Tales, by Isabel Blake. 
If there are not copies in the library, try to influence 
the Sunday school from which the boys and girls come 
to put copies into the Sunday school libraries so they 
may be used for study and reference. Of course the 
ideal arrangement would be to have copies in the library 
of the class in which this textbook is being studied, and 
a system of circulation in operation which would make 
it possible for as many as were inclined to do reference 
work to have the opportunity to use this book. This 
is true regarding all the books except such as are already 
in the pupils' possession as school texts; but this is a 
detail which will have to be worked out by individuals 
who are teaching. 



CHAPTER XVI 

A BRAVE GENERAL 

The aim : To develop the consciousness of the faith- 
fulness of God in fulfilling his promises, to add to the 
pupil's feeling that a true leader takes his directions 
from God, and thereby to encourage each child to look 
to God for directions. 



42 FOLLOWERS OF THE MARKED TRAIL 

Points of emphasis in the chapter : 

i. God speaking to Joshua. 

2. Joshua's preparation in experience for leadership 
in his later life. 

3. The passage of the Jordan. 

4. The strange method of attack. 

5. The victory. 

Plan for developing the chapter : Open the lesson 
with a little geography talk. It will be better to use 
the blackboard if there is a good one of sufficient size, 
and have some one who draws well put an outline map 
on the board into which the Jordan River may be 
sketched first, after which the promised land may be 
laid in in colored crayon. If this is impracticable, 
small individual maps of Palestine may be used. Visual- 
ize for the class by description, the picture of Moses 
on Mount Nebo, looking over into the promised land. 
Talk a little about the region, and the distance covered 
by the children of Israel in their wanderings, showing 
the region on the map, coming up to the point where 
they were to cross the Jordan River. Take up here 
the reading of the Bible passage which introduces the 
material found in the pupils' book. Let the teacher 
read this. 

Have the pupils read the rest of the lesson silently. 
At the close of the silent reading, which should have a 
time limit, resolve the class into a story hour. Let 
different pupils tell the story in the following order: 
1. The crossing of the Jordan. 2. The taking of the 
city. 3. One to locate on the map the places referred 
to in the two sections of the story. 

Social activity suggested : Throw out the sugges- 
tion that there are boys and girls who cannot come to 



TEACHER'S MANUAL 43 

the class who might enjoy hearing the stories if there 
were some one who would tell the stories to them. 
This might form the initial step in the organization of 
a story-telling group in the class which would plan to 
tell stories to shut-in children. 

Reference Work. Read the story of "Ian Keith- 
Falconer," in Servants of the King. Ask the pupil after 
he has done this reading to try to make it into a story 
of his own which he might tell to some one else. Ask 
him after the reading if he was reminded of Joshua at 
all by this experience. 



CHAPTER XVII 

MAKING A PROMISE 

The aim: To show that a promise, as God has 
interpreted his promises to us, is a faithful pledge, to 
increase the pupil's appreciation of the value of a 
promise and make him more careful in the keeping of 
his promises. 

Points of emphasis in the chapter : 

The gathering at Shechem. 

The review of the history of the people. 

3. The challenge of Joshua. 

4. The acceptance of the challenge. 
The memorial to the promise made to Joshua 

and to God. 

Plan for developing the chapter : Use the same 
map as last week, putting in the places of most im- 
portance referred to in this lesson. Locate Shechem 
and the Euphrates River and then refer to Joshua's 



1 



44 FOLLOWERS OF THE MARKED TRAIL 

leadership and its results. Let the teacher tell in story 
form the substance of paragraphs i and 2 in the pupils' 
book. Have the pupils read silently paragraphs 3 and 
4 and then ask for a restatement of the places men- 
tioned in the paragraphs, and ask why Joshua spoke 
of these places in the hearing of all the people. While 
the pupils leave their books face down on the tables 
let the teacher tell in story form the substance of para- 
graphs 5, 6, and 7, as far down as the word "answer." 

Ask the pupils to read the Scripture passage silently. 
At the close of the reading ask one who reads well to 
read it orally for the purpose of emphasizing it upon 
the class, in accordance with the aim of the lesson. 

Have the remaining paragraphs read silently. 

At the close of the lesson sing the hymn in the pupils' 
book, letting them use their textbooks as hymn books. 
At the close of the singing draw from the pupils their 
ideas as to why this hymn was chosen with this lesson 
and discuss whether the hymn writer had ever studied 
the lesson the class has studied to-day. Make some 
reference to the wide influence and use of this hymn 
and try to give a little idea of the way the world has 
been enriched by the great hymns based on the well- 
known Bible stories. Recall "Nearer, my God, to 
Thee." 

Social activity suggested : Continue the plan for 
using the story-telling group. Invite the pupils them- 
selves to discover opportunities to tell stories to other 
children. They may find this opportunity in their 
own homes with younger brothers and sisters, or in a 
neighbor's family, or in an institution, such as an orphans' 
Home, a children's hospital, a Home of the innocents, 
a parental home, or some accessible place of which 



TEACHER'S MANUAL 45 

they had not been acutely conscious up to the present 
time. The teacher would have to ascertain whether 
the boys and girls would be welcomed in the institu- 
tions, but every social project will require more work 
on the part of the teacher than any formal teaching 
will ever be likely to require. Whenever we undertake 
to develop the social instincts of our pupils we may 
be sure we shall earn some social enrichment ourselves 
in doing the necessary planning for our pupils to carry 
out their plans. 

Reference Work. Read in the Bible the story 
found in the twenty-third and twenty-fourth chapters of 
Joshua, dividing it into six daily readings of eight 
verses each. Compare this with the story in the text- 
book and see how much you can add after this reading 
of the Bible. 



CHAPTER XVIII 

THE WOMAN WHO HELPED 

The aim: To show the power and beauty of un- 
selfish helpfulness, and to lead the pupil to be helpful 
in his own way. 

Points of emphasis in the chapter : 

1. The maidens talking together. 

2. The story of the establishment of Deborah's 
council seat. 

3. The conference with Barak. 

4. The battle and the outcome. 

Plan for developing the chapter: Introduce the 
day's study with a reference to the promises made by 



46 FOLLOWERS OF THE MARKED TRAIL 

the story- telling group, and a report growing out of 
any work they may have done. Plans that will surely 
be carried out may be considered as work accomplished. 
Develop the thought that this plan calls for the use 
of time, mental gifts, and effort on the part of those 
who are pledged to the plan. Show that the aim of 
the group is to be helpful to others, even if this plan 
entails giving time that might otherwise be used in 
recreation, if the project is to serve its purpose. Gather 
from the pupils whether they ever have any oppor- 
tunities for being helpful in the ordinary routine of 
daily life. Probably this will elicit responses that run 
the gamut from cutting grass, running errands, wash- 
ing dishes, taking care of smaller children, waiting on 
older persons, on through all the activities that are 
possible to the average child in the average American 
home. 

When the interest in the subject is general, take up 
the story of the lesson, having oral reading of para- 
graphs i through 5, and then question the pupils as to 
the state of mind in which these maidens found them- 
selves because of cruelty and injustice for which they 
were in no way to blame. 

Let the teacher tell in story form that part of the 
story contained in paragraphs 6, 7, and 8. Then let 
the pupils resume the reading at paragraph 9, after 
the teacher has put a question like this: "What do you 
imagine Barak said in answer to Deborah's plea?" 

After they have expressed their own ideas freely 
let them read what Barak really did say and do. Let 
the teacher take up the story again, telling paragraphs 
10, 11, and 12. Ask the pupils to imagine Barak's 
feelings at this point, and then call upon some pupil 
who reads very well to read orally, paragraphs 13 



TEACHERS MANUAL 47 

and 14. Then let the teacher tell the rest of the story 
and read Deborah's song. 

Social activity suggested : In addition to continu- 
ing the story-telling project, send the pupils out with 
the problem of determining if there are any other 
avenues for helpfulness in their own home than those 
already brought out in the introduction to the lesson. 
Ask them if they make any interesting discoveries to 
make a note of them and hand the slips in unsigned 
at the next class meeting. 

Reference Work. Read the story of "A Famous 
Contest" in the Merrill Sixth Reader on page 216, or 
"Keeping Genoa Out of Prison" in Good American 
Vacation Lessons, and decide whether the same spirit 
actuated Deborah and any of the persons in the stories. 



CHAPTER XIX 

A DARING MESSENGER 

The aim: To show that it sometimes requires fear- 
less courage to be true to God, and that one way God 
rewards his fearless followers is to use them to help 
others, and to help him in carrying out his plans for 
the world, and to encourage acts of helpfulness even 
when it costs the helper something. 

Points of emphasis in the chapter : 

1. The scene in the court of Ahab and Jezebel. 

2. The message of the prophet and his sudden dis- 
appearance. 

3. The experience of Elijah by the brook. 

4. The experience of Elijah at Zarephath. 

5. Elijah's security from the soldiers who sought him. 



48 FOLLOWERS OF THE MARKED TRAIL 

Plan for developing the chapter : This lesson may be 
developed in the simplest, most natural way, by reading 
it through by episodes suggested in Points of Emphasis 
in the Lesson, and stopping now and then for questions 
and comments. Reference reading may be done after 
each division. The questions arranged under the Study 
Topics in the pupils' book might be followed to advantage 
and the pupils then be asked why they think Elijah was 
chosen as a representative follower of the Marked Trail. 

Social activity suggested : This lesson may be used 
as a background for developing the thought in the 
minds of the boys and girls that God can use as a helper 
all those who desire to help and who trust him for 
guidance and strength. The home, the school, the 
neighborhood all furnish natural laboratories for the 
experiment of Christian conduct. If we can help the 
boys and girls to realize this, it will mean the dignifying 
of the common task and the elevation of the common- 
place to the realm of idealism. To be laborers together 
with God is possible in every normal environment. 

Reference Work. Read the story of "Vincent's 
Neighbors" in Good American Vacation Lessons, or 
"Kuymet to the Rescue" in Fez and Turban Tales. 
Be prepared to retell these stories if requested at the 
next class. Think why they are assigned for reference 
reading. Give your reasons. 

CHAPTER XX 

A TEST ON A MOUNTAIN 

The aim: To show that God as the ruler of the 
universe of nature and of men, has power that can stand 
every test, and that the elements obey his will blindly, 



TEACHER'S MANUAL 49 

while his children obey him voluntarily. To increase 
the desire of the pupil to obey and serve the Omnipotent 
God, his heavenly Father. 

Points of emphasis in the chapter: 

1. Ahab and Obadiah searching for pasturage for 
the thirsty and hungry cattle. 

2. Obadiah's meeting with Elijah. 

3. Elijah and Ahab. 

4. The test on the mountain. 

5. The result of the test. 

Plan for developing the chapter : Open with a dis- 
cussion of how people try out or test articles which 
they contemplate purchasing. Draw from the pupils 
what experiences they have had personally with tests. 
This probably will elicit responses which deal with 
trying out for a team, being put through a psychological 
test themselves, or a physical examination before taking 
swimming lessons or vigorous athletics, testing the 
weather with a thermometer, or the temperature of 
water before plunging into it, or the thickness of ice 
before skating on it, trying the edge of a knife blade, etc. 

Let the teacher bring out something about why 
samples of new foods are submitted to housekeepers, 
of testing the quality and fastness of materials, etc., 
and when the idea of tests is uppermost in the class 
mind lead into the story of how Elijah once put God 
to the test in the presence of a great company and 
ask if they suppose God could stand the test. Have 
the lesson at this point. At the close of the reading 
follow the suggestions in Study Topics at the end of 
this chapter in the pupils' book. 

Close the class period with questions as to how we 
still put God to the test every day and night of our 



50 FOLLOWERS OF THE MARKED TRAIL 

lives, by closing our eyes in sleep, by planting seeds 
in the ground, by expecting the sun to shine and the 
rain and the snow to fall and the wind to blow. Ask 
whether God has ever failed to provide day and night, 
cold and heat, rain and snow, seedtime and harvest, 
sun, moon, and stars? Do we ever need him specially 
in our lives as Elijah did on Mount Carmel? Have 
we ever tested him as Elijah did, praying for strength 
and guidance? Is God's answer always "Yes"? Do 
our earthly parents always say "Yes" to our petitions? 
Why do they ever say "No"? Has God failed to answer 
us when he has said "No"? Whose guiding power is 
greater, our own or God's? Does he ever answer "No" 
to a prayer for moral courage? 

Social activity suggested : The pupil might be sent 
away with the problem of trying to write a prayer for 
himself which would try out some of the testing ele- 
ment which is developed in teaching this lesson. Or 
he might be asked to find the hymns beginning "Dare 
to be brave, dare to be true," or "True-hearted, whole- 
hearted, faithful and loyal," and copy the verses and 
bring them to the class to be used at the next session. 

Reference Work. Read i Corinthians 14. 15, and 
apply it as a test to the prayer which you have written 
as a social activity growing out of the study of "A 
Test on a Mountain." 

CHAPTER XXI 

FOLLOWING A GREAT LEADER 

The aim: To show that the true servant of God, 
above everything else, desires to be helpful to his fellow- 
man; and to lead pupils to such deeds of helpfulness. 



TEACHER'S MANUAL 51 

Points of emphasis in the chapter: 

1. The calling of Elisha. 

2. The translation of Elijah. 

3. The story of Naaman, the leper. 

4. The climax of the cure. 

Plan for developing the chapter : Divide the class 
into two groups. Assign to the first group the silent 
reading of paragraphs 1 through 11. To the other 
group assign paragraphs 12 through 22. 

At the close of the reading, which should have a time 
limit, resolve the class into a story hour. Have one 
pupil tell the part of the story contained in the first 
assignment, and another tell the second assignment. 
Take up any slips that were brought in as a result of 
the request made at the close of the study of Chapter 
XVIII and use them as the basis for class discussion, 
being careful not to refer to the writer of any slip even 
if the handwriting does reveal the authorship. At the 
close of this discussion, have one of the pupils read the 
last paragraph of the lesson in the pupils' book. As 
a help to the spirit of appreciation, have some one who 
sings well come to the class prepared to sing the hymn, 

Let us, brothers, let us gladly, 
Give to God our all, our best. 

Service hearty, thorough, honest, 
With a living love imprest. 

Found in The School Hymnal, edited by Milton S. 
Littlefield (Number 123). 

Reference Work. Read in the Bible another story 
of Elisha found in 2 Kings 4. 1-7. 



52 FOLLOWERS OF THE MARKED TRAIL 

CHAPTER XXII 

A WONDERFUL ALLY 

The aim: To show that a leader who follows the 
plan of God concerning him, is a generous conqueror 
to those whom he has in his power. 

Points of emphasis in the chapter: 

i. Benhadad's perplexity at the constant failure of 
his plans. 

2. The march upon Dothan, to capture Elisha. 

3. The angel host encamped outside the city. 

4. The army led to Samaria and Elisha's generous 
treatment of them. 

Plan for developing the chapter : This lesson pre- 
sents an opportunity for social extension through spon- 
taneous dramatization. After the lesson has been read 
through, offer the suggestion of putting it into action 
immediately. It will not require any formal prepara- 
tion. The characters will almost act themselves. 

Benhadad. Elisha's servant. 

His counsellors. Jehoram. 

His army. Jehoram's followers. 

Elisha. 

The invisible host on the mountain will leave a 
greater impression on the class because it remains in- 
visible to the physical eye. 

Elisha and his servant might lead Benhadad and his 
army in and out among the furniture of the room as 
they go into Samaria if the story must be played in- 
doors, but it is always desirable when possible to play 
it out of doors. If Benhadad and the army keep their 
eyes closed as this is done, it will seem more real, and 






TEACHER'S MANUAL 53 

opening their eyes to find themselves in Samaria will 
give opportunity for dramatic expression. 

Let the high points of interest center in the dialogue 
between Elisha and his servant when the invisible 
army is discovered to the servant and in the episode 
where Elisha commands Jehoram to feed the army 
and set them free. At the close of the dramatization 
read the passage from the Psalms found at the close 
of this chapter in the pupils' book. 

Social activity suggested : Send the pupil out with 
an impetus toward generosity in his daily life as the 
opportunity presents itself to "get even" with some one 
who has been unfair to him. This is an attitude of 
mind that needs to be extended as he will need it in all 
his wider social relationships. 

Reference Work. Try to write out the account of 
how you played the story in Chapter XXII and send 
it to some boys and girls who would be interested in 
knowing about what you are doing. 

Note: The teacher might utilize this as an oppor- 
tunity for contacts in missionary activities, especially 
if the interests are in the home field where the same 
language is spoken as that used in the class. 



CHAPTER XXIII 

A DANGER SIGNAL ON THE TRAIL 

The aim: To show that one who would take his 
place on the Marked Trail must be conscious of the 
welfare of those around him, and must try by his own 
life to make his community safe and happy. 



54 FOLLOWERS OF THE MARKED TRAIL 

Points of emphasis in the chapter : 

i. The life of Amos in Tekoa. 

2. His visits to the markets in Jerusalem. 

3. His interest in the lives of the people and the 
thoughts of his heart. 

4. His call to be a prophet. 

5. His fearless conduct as a prophet. 

Plan for developing the chapter : Draw from the 
pupil by questions carefully prepared in your own mind 
whether he has observed any of the agencies in the com- 
munity which make for the safety and welfare of its 
citizens. They will doubtless be familiar with the 
police force, the fire department, garbage collection and 
disposal, lighting, water supply, traffic regulations, 
safety zones, parks, libraries, schools, churches, health 
agencies, for all these have been incorporated in their 
school experiences. Do not be afraid to ask if there 
are any organized agencies in the community which 
make for the unhappiness of its citizens. The boys 
and girls are not too young to understand that by 
their own acts or neglect they may menace the wel- 
fare of those around them. Peelings thrown on the 
public sidewalks, scraps of paper dropped on the streets 
or in yards, chewing gum thrown on the pavements, 
broken bottles left where tires may be hurt by the 
glass, any kind of dirt or litter left to destroy the beauty 
and cleanliness and healthfulness of his own yard, 
pavement, or neighborhood when he might obviate it 
constitutes him a contributor to a force that makes 
for danger and unhappiness. While this discussion is 
at its height introduce the suggestion of a man who 
cared so much for the welfare of others that his name 
is included in those who have marked the trail of his- 



TEACHER'S MANUAL 55 

tory, and take up the story of this shepherd of the 
hills. Let the pupils read the lesson orally, and at 
its close, stress Study Topics 7 and 8. 

Social activity suggested : Let the pupils go home 
to think over the project of organizing themselves into 
a group that shall have the public welfare at heart. 
Ask them to discover ways in which they think they 
could serve. Perhaps this will result in the organiza- 
tion of a unit to pick up trash and papers that have 
been carelessly left on the streets or in yards, another 
unit to watch out for tacks or glass in the path of an 
automobile, andjtf there are not already waste receptacles 
on the street corners in the community, this class might 
organize to raise the money and present the first one 
to the neighborhood. There are many practical plans 
that might be followed in helping the boys and girls 
to organize themselves into a socially contributing group 
in the neighborhood. 

Reference Work. Read the story of "A Man Who 
Brought Sunshine" in Stories of Brotherhood, and 
decide whether you think he belongs among the fol- 
lowers of the Marked Trail. 

Note: Let the teacher read "The Making of an 
American" and be prepared to discuss Jacob Riis still 
further at the next class. 



CHAPTER XXIV 

THE LION-HEARTED PROPHET 

The aim: To show that every period of human 
life fits into the succeeding period, and that daily living 
is a constant preparation for wider and more useful 



56 FOLLOWERS OF THE MARKED TRAIL 

living. To show that self-control and self-restraint 
have their rightful place in every life in childhood, 
youth, and maturity, if the life is to count for much 
in the world; and to shape conduct in accordance with 
these principles. 

Points of emphasis in the chapter: 

i. The early life of Jeremiah. 

2. His call to be a prophet. 

3. The carrying out of his mission amid hardship and 
peril. 

4. The reverence paid to his old age even by the 
conquering enemies. 

Plan for developing the chapter : Open the lesson 
with an informal conversation about some of the du- 
ties which require time and attention on the part of 
boys and girls. Find out if it sometimes means the 
curtailment of some of the play time if these things 
are done well. It would be legitimate to emphasize 
here that the very activities that grow out of attendance 
upon and membership in this class call for effort and 
application and the giving up of time that might be 
devoted to things which require no effort at all. Sug- 
gest that the social project upon which they entered 
at the last class will require thoughtfulness, watch- 
fulness, and unselfishness, and that the inspiration 
for its organization came from the study of a prophet 
of God who walked down the Marked Trail and that 
there were others who had the same spirit toward their 
fellow men whose names are written in the pages of 
history because they served. 

Take up the lesson at this point, assigning sections 
for silent reading to be reported by different groups 
at the end of the time limit assigned. 



TEACHER'S MANUAL 57 

Put the difficult names that will be encountered 
in the reading, in plain sight on the blackboard with 
the syllables carefully marked and accented, so the 
pupil may look up from his reading at any time and 
study them without disturbing others by asking ques- 
tions. Assign the reading as follows: 

Group 1. Paragraphs 1 through 10. 

Group 2. Paragraphs 11 through 18. 

Group 3. Paragraphs 19 through 23. 

Group 4. Paragraphs 24 through t,^. 

Let each group decide upon one of their number 
to report for them the result of the silent reading. When 
all the reports are brought in, the result will make a 
very interesting assembly lesson. Discuss with the 
class Jeremiah's outstanding characteristics and try to 
lead to the conclusion that these are desirable charac- 
teristics for any life. 

Social activity suggested : Continued work on the 
project of social service, calling for reports and sug- 
gestions as to the extension of the usefulness of the 
group. 

Reference Work. Let the teacher have some of 
the standards that are suggested in the Character 
Education Leaflets mimeographed for distribution at 
the class and ask the pupils if they would undertake 
to make a chart of conduct for themselves which they 
think they ought to try to live up to, and if they will 
submit the charts to the class for discussion and com- 
parison. 



58 FOLLOWERS OF THE MARKED TRAIL 



CHAPTER XXV 

A MESSAGE OF HOPE AND JOY 

The aim: To lead the pupil to feel that poetry 
and music and art have their rightful and necessary 
places in our lives and that they help us grow in use- 
fulness and happiness. 

Points of emphasis in the chapter: 

i. The early life of Ezekiel and the captivity in 
Babylon. 

2. Ezekiel's vision as he went about his daily duties,, 
and his commission as a poet-prophet. 

3. The arrival of the fugitives from Jerusalem and 
the news of its downfall. 

4. The emphasis upon Ezekiel's mission to a dis- 
couraged people. 

Plan for developing the chapter : Begin with an in- 
formal talk about poetry and gather from the pupils 
something about their own experiences with it. Some 
may not love it or appreciate it because they have 
been forced to "learn it by heart." To such, this lesson 
should have a definite mission. Try to find out whether 
they think it of any real use in the world, and see if 
they really know what they mean when they decide 
what "'useful" means. Tell a little about the ministry 
of beauty and pleasure in the world and suggest some 
of the great stories with which all boys and girls are 
familiar that owe their existence to the poets. Ulysses, 
.Eneas, "Beowulf," "Frithiof's Saga," "Miles Standish," 
"Evangeline," "Hiawatha," and all the great heroes 
and heroines of the epics are their friends to-day be- 
cause the poets sang. 



TEACHER'S MANUAL 59 

Talk about the term "poet laureate" and tell what 
it means and how nations want their great events of 
history preserved in poetry. Ask them to recall any 
such poems if they have had them at school or have 
heard them read and discussed at home. Tell how 
the prophets of old were great poets and lead into 
the story of one of the purest poets of the prophets' 
days. 

Tell that to this poet was given the great respon- 
sibility of holding a nation together after it had been 
carried away captive into a foreign land and lead into 
the story of Ezekiel. 

Let the teacher read this lesson herself, developing 
it into an appreciation lesson. If there is any poetry 
that commends itself to the teacher in connection with 
this lesson that will emphasize the meaning intended 
to be conveyed by the stated aim, it will help to carry 
out the purpose of the lesson. 

Social activity suggested : If the pupils can be in- 
spired to read some true poetry for themselves or to 
ask those at home to read to them until their joy is 
increased as it may be through this heaven-sent medium 
of expression, the social life will be extended as truly 
as by the carrying out of a more definite project. 

Reference Work. Read during the week one poem 
a day. The following list may prove suggestive: 

"Freedom," James Russell Lowell. 

"To the Dandelion," James Russell Lowell. 

"The Voice of Duty," Ralph Waldo Emerson. 

"My Native Land," Sir Walter Scott. 

"The Recessional," Rudyard Kipling. 

"The Builders," Henry Wadsworth Longfellow. 

"Abou Ben Adhem," Leigh Hunt. 



60 FOLLOWERS OF THE MARKED TRAIL 

Choose poems of your own which you especially like. 
Try to think what makes you like them. 

Note: Let the teacher be prepared to read some 
especially meaningful and beautiful poem at the next 
class. 

CHAPTER XXVI 

A PATRIOT IN THE VALLEY 

The aim: To show that those who love God truly, 
also love their fellowmen and prove it by some form 
of loving service; and through this ideal to lead the 
pupils to express their love through helpfulness. 

Points of emphasis in the chapter : 

i. The home of Isaiah and the influences that 
shaped his public work. 

2. The call to be a prophet, and the accompany- 
ing vision. 

3. Isaiah's ministry as a prophet preacher. 

4. His vision of the coming of the Messiah. 

Plan for developing the chapter : Open by reading 
or referring to the poem of "Abou Ben Adhem." Most 
boys and girls have had this at school. Whenever 
there is an opportunity to relate the work being done 
in the day school and to recognize its significance and 
value, it should be taken advantage of by the teacher. 
Talk informally about Ben Adhem, his vision, his desire 
to prove himself as one who loved his fellow men, and 
whose name was written in the book of gold for this 
reason. Lead immediately into the story of a prophet 
who had a vision, who loved his fellow men, and who 
was blessed of God in his ministry to them. 



TEACHER'S MANUAL 61 

Assign the story to be read in two sections and re- 
port after the time limit has expired. 

Group i: Paragraphs i through 8. 

Group 2: Paragraphs 9 through 12. 

When the assembly lesson is being developed, have 
the reporter for Group 2 read the scripture as it is 
printed in the pupils' book. 

Use the prayer in the pupils' book as a climax to the 
story. 

Social activity suggested: During the week try to 
live out one sentence of the prayer. 

Reference Work. Follow suggestions 1, 2, 3 in the 
Study Topics in the pupils' textbook on page 194. 



CHAPTER XXVII 

A PROMISE FULFILLED 

The aim: To cultivate a sense of the continuity of 
history by leading the pupil to see the connection be- 
tween God's promises to Isaiah, and their fulfillment 
in the coming of Jesus Christ, the Saviour of the world. 

Points of emphasis in the chapter : 

1. Those who continually looked for the fulfillment 
of prophecy in the coming of a Messiah. 

2. The simplicity of the home into which Jesus came 
as a child. 

3. The service in the temple in obedience to the 
voice of the Spirit in Simeon's heart. 

4. The presentation in the temple and the recog- 
nition of the Messiah. 



62 FOLLOWERS OF THE MARKED TRAIL 

Plan for developing the chapter: Introduce the 
lesson with reference to some historical event that is 
connected with our present-day life: an anniversary 
which we observe regularly, such as Washington's 
Birthday, Thanksgiving Day, Fourth of July, Armistice 
Day, New Year's, Christmas, Columbus Day. Ask 
why we observe one of the holidays, choosing the one 
which you prefer to use in developing this lesson. Make 
some comment on the kinds of events that are com- 
memorated by these anniversaries and why some are 
connected with wars. It was because they celebrated 
the end of the war, that we celebrate them still. At 
this point the teacher might read the paragraph of 
the lesson beginning, "The world was at peace in those 
days." Let the pupils read the rest of the chapter 
orally, assigning only one paragraph to each pupil. 
Include in the reading at the end two verses of the 
hymn, "We Would See Jesus," as printed in the pupils' 
book. 

Social activity suggested : In order to link the 
coming of Jesus with our present-day life and to give 
a sense of reality to his place in history in the minds 
of the boys and girls, the following project is suggested, 
as an outgrowth of the study of this chapter. It is 
used with the permission of the authors, Misses Winni- 
fred Crawford and Jessie Dell Crawford of Newark, 
New Jersey, who have already worked it out success- 
fully in their own Week Day School of Religious Edu- 
cation. 

Living with Jesus in the Year Six 
(The Land of Palestine) 

Life and Customs : 

The home — Oriental house. 



TEACHER'S MANUAL 63 

Home life — mill, utensils for bread making. 
Dress — weaving, dolls. 
Holidays, holy days. 

Industries and Products: 

Herding — sheepfold, crook. 

Fishing — boat, nets. 

Farming — products for food, for manufacture. 

Manufacturing — silk, cotton. 

Making of Pottery — wheel, water jars, etc. 

Transportation — camel caravan. 

Child life: 

Dress — paper dolls. 
Games. 

Geography : 

Large sand map. 

Individual maps of clay, pulp, etc. 

Electrical map. 

Crayon maps. 
This will afford activity for some time and may 
eventuate in an exhibit of the work of the class that 
may prove of interest to the parents and the Board of 
Religious Education. 

Reference Work. Study pictures in National 
Geographic Magazine, also in the magazine Asia, and 
read the chapter on play in Turkey, Syria and Persia 
in Children at Play in Many Lands, by Katherine 
Stanley Hall; or some other good reference which the 
teacher may be familiar with which will help to make 
the project correct. 



64 FOLLOWERS OF THE MARKED TRAIL 

CHAPTER XXVIII 

THE PATHFINDER 

The aim: To strengthen the feeling of kinship and 
loyalty to Jesus in the lives of the boys and girls and 
to show that he too obeyed his earthly parents as he 
obeyed his heavenly Father. 

Points of emphasis in the chapter: 

i. The journey td Jerusalem and the visit to the 
temple. 

2. The return to Nazareth and the home life there. 

3. Jesus' return to Nazareth in his manhood and 
the service in the temple. 

4. The fulfillment of prophecy in his ministry. 

Plan for developing the chapter : Use the picture 
which illustrates this lesson as an introduction to the 
study of it. Tell that Jesus was very near the age of 
the boys and girls in this class at the time of the 
incident described in the picture from which this pic- 
ture of Jesus alone is selected. If possible, have also 
the complete picture of Christ in the temple to show 
to the class. This picture may be obtained from The 
Abingdon Press, 150 Fifth Avenue, New York. Invite 
the pupils to express their own ideas as to what is taking 
place in this picture and as to the impression conveyed 
by the expressions on the different faces. Bring out 
the fact that Jesus is being put through a mental test 
and that he is measuring up to the highest standards 
of his day, and that these are very high standards in- 
deed. Ask if the pupils should like to know how it 
came about that Jesus was being put through this 
test, and make this a strategic point at which to enter 



TEACHER'S MANUAL 65 

the lesson. If it is possible to have one of the copies 
of Christ in the temple for each child, it will help to 
vivify the lesson teaching. Let the lesson be read 
orally and ask at the close of the reading why the 
scripture printed at the end of this chapter in the pupils' 
book is called "A Danger Signal on the Trail." 

Social activity suggested : Continuation of work on 
the project "Living with Jesus in the Year Six," report- 
ing on any pictures gathered or any handwork done 
outside of class, or any illustrative material accumulated 
from outside sources. If any handwork for the project 
is provided in connection with the study of this lesson, 
let those who are engaged in it take it up. 

Reference Work. Do the required reading sug- 
gested on page 205 in the pupils' textbook, and in 
addition, try to get the pupils to go to any art gallery 
that may be available to see if they can find any pic- 
tures in which Jesus appears. 



CHAPTER XXIX 

PROOFS OF POWER 

The aim : To show that Jesus was willing to forgive 
sin, and that he is willing to do this to-day; from this 
to lead the pupils to seek forgiveness for their sins. 

Points of emphasis in the chapter : 

1. The throng at Peter's house. 

2. The friends bringing the cripple to Jesus. 

3. Jesus forgiving the cripple's sins and also restor- 
ing his body. 



66 FOLLOWERS OF THE MARKED TRAIL 

Plan for developing the chapter : If it can be done 
wisely and without offense to the person involved, it 
would be impressive if this lesson could be opened with 
the true story of some one whose whole life was turned 
about and made to tell for righteousness by the forgive- 
ness of sin. Stress the good being done by this person 
to-day and do not dwell on the negative side of the 
story. Mr. Cadle, who had built the Cadle Tabernacles 
as memorials to his mother, is a good example. The 
Story of John Bunyan is another excellent illustration. 

Tell that something of the same nature came to pass 
one day when Jesus was on earth in person, and from 
this point enter the lesson study. Divide the lesson into 
group assignments for reading. 

Group i : Paragraphs i and 2. 

Group 2 : Paragraphs 3 through 10. 

Group 3: Paragraphs n through 13. 

Group 4: Paragraphs 14 through 16. 

At the close of the time allotted for the reading, have 
an assembly lesson, and use any of the material col- 
lected for the project that lends itself to illuminating 
the subject matter, such as the Oriental house or clothing. 

Social activity suggested : Taking home in a note- 
book the last verse of "We Would See Jesus" and 
placing it where it can be seen all during the week. 
Read it at least once a day, preferably in the morning. 

Reference Work. Look up in geographies and 
supplementary readers, information that will help to 
make the project a success. Bring your information 
to the next class and let the results be incorporated in 
the project. 



TEACHER'S MANUAL 67 

CHAPTER XXX 

A LESSON FOR TRAIL FOLLOWERS 

The aim: To show that the true follower of Jesus 
has the spirit of a good neighbor toward all, and shows 
kindness in all the ways he can, even to the extent of 
going out of his way to do a good turn. To lead the 
pupils to an expression of this spirit in their daily lives. 

Points of emphasis in the chapter: 

1. The lonely traveler and the attack of the robbers. 

2. The Levite, the priest and the Samaritan pass- 
ing by. 

3. The behavior of the Samaritan. 

4. The question of the lawyer and the answer of 
Jesus. 

Plan for developing the chapter: Use a picture of 
the Good Samaritan to introduce the lesson. This pic- 
ture also may be obtained from The Abingdon Press. 
Conceal the title from the class, and draw from the 
pupils by discussion what the picture shows. It will 
not take them long to discover the retreating figure in 
the distance, the sharp rocks, the dark and dangerous 
gorge and the winding road that leads from Jericho to 
Jerusalem. These side lights will help the teacher to 
make this into a story lesson with the picture as the 
central theme. Show the name of the picture and tell 
the story as graphically as possible. 

Social activity suggested : At the close of the story 
play the parable. Let some one concealed at one side 
read Luke 10. 30-37, while the members play a modern 
interpretation of the Good Samaritan, by passing among 
certain ones of the group who shall represent for the 



68 FOLLOWERS OF THE MARKED TRAIL 

time being the hungry children in Armenia or China, 
and feed them from imaginary baskets which they carry. 
This idea is adapted from Mrs. George A. Joplin's "Go 
to Sunblay School Day Service," and may be obtained 
in its original form by writing to the author, Louisville 
Trust Building, Louisville, Kentucky. 

This would be a good time to take up the feeding of 
one of these hungry children through a class contribu- 
tion if the boys and girls are not already enlisted in 
such a project. 

Reference Work. Find out anything you can 
about whether America has helped any people in other 
lands who were hungry and ill. Tell what you find out 
at the next class. 

Note : If the teacher has been reading the Handbook 
on the Near East, by Edith Glen, she will have valuable 
contributions of her own to make to this piece of re- 
search work. If the class would undertake a corre- 
spondence with some child who has been made to feel 
the Americans are friends, it would help the project 
to function constructively. 



CHAPTER XXXI 

A HELPER OF THE PATHFINDER 

The aim: To develop the thought that Jesus needs 
friends in helping him to carry out his plans now just 
as he needed them while he was on earth in person, and 
to inspire each pupil to offer himself for this service. 

Points of emphasis in the chapter : 

i. Jesus choosing Peter as one of his helpers. 



TEACHER'S MANUAL 69 

2. The human characteristics of Peter and the power 
of Jesus over Peter's life. 

3. Peter being chosen as one of the three to go up 
to the Mount of Transfiguration with Jesus. 

4. Peter's denial of Jesus. 

5. Peter being among the first at the tomb of Jesus 
after the resurrection. 

6. Peter going first to Jesus on the shore. 

7. Peter's avowal of faithfulness and love for Jesus. 

Plan for developing the chapter: Begin with an in- 
formal example of the difference between fear and 
confidence and take occasion to speak of the needless 
fears that beset many people, such as fear of the dark, 
which is the safest time of the day, and lead into a dis- 
cussion of what the boys and girls regard as courage. 
Not being afraid of dogs, nor of staying alone, nor of 
crossing a crowded street, nor of the water when learn- 
ing to swim may be some of the ideas brought out. 
Utilize this point of interest to lead into the story^ of 
a man who used to be afraid of things but who learned 
to be so brave by associating with one who was never 
afraid that he became one of the bravest men of his 
time in the end. Since this is a very long chapter, it 
would be well for the teacher to tell it in story form, 
bringing out both the negative and the positive aspects 
of Peter's character and showing the great influence 
which Jesus exerted over his life. Let him shine forth 
in the end as the loving and loyal follower of Jesus 
despite all his weakness and show the confidence which 
Jesus reposed in him. 

Ask the class if Jesus was worthy of all the 
love which Peter lavished upon him, and lead into 
the query as to whether we think he is worthy of 



70 FOLLOWERS OF THE MARKED TRAIL 

our wearing the "hall mark" of one of his followers 
and friends. 

Take up the Apostles' Creed here as an epitome of 
Jesus' life and work, and the spirit of his friends and 
followers. Ask the boys and girls to say it or read it 
with you. Explain the difficult passages. 

Social activity suggested: The learning of the 
Apostles' Creed a sentence at a time in order to be a 
more intelligent and thoughtful worshiper in the church 
service when it is used. Being able to repeat it with 
others helps them and you. It helps to make one 
spirit of worship to the heavenly Father in the con- 
gregation. 

Reference Work. Read Acts i. 13 to find out 
what name is missing from a group of followers of the 
Marked Trail, and decide why this name is missing. 



CHAPTER XXXII 

ONE WHO PUT UP MANY SIGN POSTS 

The aim : To show that the power of love is greater 
than any other authority, and to show that the apostle 
Paul proved this in his life. 

Points of emphasis in the chapter : 

1. The intellectual equipment of Saul of Tarsus. 

2. His zeal against the new religion. 

3. His experience on the Damascus Road. 

4. His changed life when the power of Jesus' love 
controlled him. 

5. His contribution to the world as a follower of 
the Marked Trail. 



TEACHER'S MANUAL 71 

Plan for developing the chapter : Return to the in- 
troductory chapter and talk about the purpose of the 
lessons in this book and the reasons for starting this 
class. Call attention to some of the names included 
among the followers of the Marked Trail and try to 
have the pupils tell why these names were included in 
the making of history. Stress the entrance of Jesus 
Christ upon the Marked Trail and speak of those who 
followed him. What made these men want to follow 
Jesus? One of those who loved him best of all closes 
our study in this little book, but the man about whom 
we shall study in the last chapter opened the Trail 
to countless thousands by his loyalty and love for Jesus. 
At one time he not only did not love Jesus, but he did 
everything in his power to hurt him. This was before 
he knew Jesus, but he spent his life trying to make up 
for it after he did know Jesus as he was. Take up the 
lesson for silent reading, assigning sections to groups 
in the following order: 

Group 1: Paragraphs 1 through 5, to find out how 
Saul of Tarsus showed what kind of man he was? 

Group 2: Paragraphs 6 through 11, to find out about 
a very strange experience which Saul of Tarsus had. 

Group 3: Paragraphs 12 through 16, to determine 
whether his nature was changed. 

Group 4: Paragraphs 17 through 20, to find out the 
manner of his life after he began to love Jesus. 

Group 5: Paragraphs 21 through 24, to find out 
whether he was worth more to himself and to the world 
after he was led by his love for Jesus. 

When the class has assembled to report its findings 
try to find out how they drew their conclusions. 

As a culminating question ask what the power of 
love in Paul's life inspired him to do. 



72 FOLLOWERS OF THE MARKED TRAIL 

Close with the reading of i Corinthians 13, as Paul's 
message to us as a result of the influence of the love 
for Jesus in his life. 

Social activity suggested : If the pupils will go out 
into life with the love for Jesus in their hearts as a 
motive power in their actions, this little book will have 
accomplished the purpose in the mind and heart of its 
writer. 

Reference Work. Read Philippians 3. 12, 13, 14, 
and decide who wrote these words and whether you 
agree with them. Have they any connection with 
1 Corinthians 13? 



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